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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제40권 제3호
- 발행연도
- 2024.9
- 수록면
- 3 - 28 (26page)
- DOI
- 10.17154/kjal.2024.03.40.3.3
이용수
초록· 키워드
오류제보하기
The advent of AI-powered language models such as ChatGPT is transforming educational practices, particularly in English as a Foreign Language (EFL) writing instruction. This study explored the integration of ChatGPT in EFL writing tasks within a college-level classroom setting. With minimal instructional intervention, students used ChatGPT to
autonomously complete essay assignments, which were subsequently analyzed alongside a survey assessing their perceptions and experiences. Findings revealed that despite limited guidance, participants were able to effectively use ChatGPT to construct well-structured essays and generally held positive perceptions of the tool. They were aware of its limitations and reported increased motivation for language learning. However, participants did not fully maximize ChatGPT’s potential. Its usage was predominantly focused on the pre-writing stage. They did not report significant learning gains or increased confidence in their writing abilities. There was uncertainty regarding the tool’s linguistic completeness and its implications for plagiarism. These results suggest that while ChatGPT has potential as a powerful tool for EFL writing instruction, its educational benefits may be limited if thorough training on its effective and ethical use is not provided.
autonomously complete essay assignments, which were subsequently analyzed alongside a survey assessing their perceptions and experiences. Findings revealed that despite limited guidance, participants were able to effectively use ChatGPT to construct well-structured essays and generally held positive perceptions of the tool. They were aware of its limitations and reported increased motivation for language learning. However, participants did not fully maximize ChatGPT’s potential. Its usage was predominantly focused on the pre-writing stage. They did not report significant learning gains or increased confidence in their writing abilities. There was uncertainty regarding the tool’s linguistic completeness and its implications for plagiarism. These results suggest that while ChatGPT has potential as a powerful tool for EFL writing instruction, its educational benefits may be limited if thorough training on its effective and ethical use is not provided.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. Method
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUSION
REFERENCES
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